Journal Press India^®

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This study delves into the educational challenges faced by aspirational districts and blocks in India, focusing on disparities in infrastructure inadequacies, transition rates, academic outcomes, and variations in teacher quality. Utilizing data from the Department of School Education and Literacy (2021-22) the research introduces the Student Progress and Facility Index (SPFI) as a comprehensive metric to gauge progress on education parameters. Continuous tracking enables dynamic measurement of intervention impact, fostering a responsive educational system in these aspirational districts and blocks. The SPFI integrates the Institutional Support Index (ISI) and the Learning Outcomes Index (LOI), shedding light on the holistic health of the education system by mapping 329 districts and identifies areas for targeted improvement.  The findings reveal stark differences between aspirational and non-aspirational districts, emphasizing the need for targeted interventions to improve infrastructure, support, and learning outcomes in marginalized regions. The research extends its analysis to categories such as Particularly Vulnerable Tribal Groups (PVTG) and general blocks, revealing disparities within these groups. Notable rankings and underperforming blocks are identified, guiding policymakers in tailoring interventions.

Keywords

Aspirational districts, Learning outcomes, Particularly Vulnerable Tribal Groups

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